The impact of Emergency Remote Education (ERE) on anatomy classes for medical students

Abstract

Introduction: During the COVID-19 pandemic, with the need for social distancing as a way of preventing the spread of the virus, educational institutions had to reinvent themselves and adapt to the new reality. Different versions of Emergency Remote Education (ERE) emerged, in which theoretical classes were taught remotely to the detriment of practice, which would be taught at another time. The discipline of Anatomy, as it is based on practice, suffered a great impact on its modus operandi leading to adaptations. Practical classes were temporarily suspended to be taught in a subsequent period, dissociated from theoretical teaching, and carried out remotely online. Methodology: 254 medical students from a public university were interviewed. All students had taken at least one period of Anatomy at ERE and at least one period in person. Results: The majority of students did not agree with the usefulness of remote classes, but they participated in online tutoring and did not seem to believe that remote teaching could lead to insecurity in the application of anatomy in the clinic. Conclusion: In general, the student did not fully approve of the ERE, but did not feel disadvantaged in the teaching of Anatomy, and prefers face-to-face teaching.